Department of Educational Leadership and Managementhttp://hdl.handle.net/10500/6421
Sun, 04 Dec 2016 03:24:30 GMT2016-12-04T03:24:30ZThe role that the school governing bodies (SGBs) play in the implementation of language policy in Brits Districthttp://hdl.handle.net/10500/21784
The role that the school governing bodies (SGBs) play in the implementation of language policy in Brits District
Mabusela, Gadifele Guilty
The study was conducted in the Brits District. Six schools were chosen of which 3 belonged to the former model C schools where the language of teaching and learning is Afrikaans, and the other 3 schools were previously disadvantaged/rural schools. A qualitative study was used to garner information in the form of interviews, document analysis and observation.
The study attempt to find out the exact role that the School governing body (SGBs) play in the implementation of language policy as stipulated in the Constitution. It was revealed that of the 2 types of schools the school governing body (SGBs) for former model C schools are aware of the role they have to play in the implementation of the language policy whereas the school governing body (SGBs) for the rural schools are still grappling with their role as custodian of language policy implementation.
A number of concepts emerged from the study where it became apparent that rural schools and former model C school’s play field were not equally levelled from the onset. Former model C school governing body (SGBs) seem to be aware of their role in the implementation of language policy, whereas the rural school, school governing body (SGBs) are aware of their other roles e.g. school maintenance, school fund and hiring of educators. On the other hand they are of the opinion that language policies is for the principal and the school management team. In addition it was observed that the school governing body (SGBs) for rural schools has low morale, do not have the language policy document and generally lack interest in the services they are supposed to provide critical theory underpins this study.
Mon, 01 Feb 2016 00:00:00 GMThttp://hdl.handle.net/10500/217842016-02-01T00:00:00ZInskakeling, leiding en ondersteuning van die beginneronderwyser via 'n effektiewe mentorstelsel in Mpumalanga skolehttp://hdl.handle.net/10500/21700
Inskakeling, leiding en ondersteuning van die beginneronderwyser via 'n effektiewe mentorstelsel in Mpumalanga skole
Van Vreden, Marisia Helena
Die studie poog om die doeltreffendheid van beginneronderwysers se aanpassing en
ervaring van werksbevrediging in werksomstandighede te hersien. Enige organisasie
kan nuwe mense aanstel maar kan nie verwag dat hierdie "aanstelling" hul beste
werk lewer en doelwitte bereik voordat die persoon aangepas is in sy werk,
omgewing en by sy kollegas nie (Steyn & Van Niekerk 2008:205, Steyn 2004:82,
Whitaker 2001:7, Arends & Phurutse 2009:7). Beginneronderwysers moet leiding en
ondersteuning ontvang om so gou as moontlik effektief by die skool in te skakel
sodat hulle 'n produktiewe bydrae kan lewer ten opsigte van opvoeding en onderrig
vir leerders en die onderwys in Suid-Afrika.
Met hierdie navorsing wil die navorser dus ondersoek in stel om te bepaal of
beginneronderwysers goed genoeg toegerus word om aan te pas en in te skakel by
werksomstandighede en of hulle werksbevrediging ervaar. Die navorsingstudie is
gedoen deur agt beginneronderwysers in vier laerskole in die Gert Sibande-streek
van Mpumalanga te betrek. In hierdie studie maak die navorser gebruik van die
kwalitatiewe navorsingsbenadering. Die kwalitatiewe navorsingsmetode is die
geskikste metode om die ervarings van beginneronderwysers te beskryf. Individuele
onderhoudvoering is dat data insamelingstegnieke gebruik om vas te stel wat die
aard, omvang en moontlike oplossings is vir die navorsingsprobleem.
Die navorsingstudie het bevind dat die beginneronderwyser begeleiding en
ondersteuning benodig tydens inskakeling. Positiewe strategieë sluit in
inskakelingsprogramme, handleidings asook ervare toegewysde mentors. Uit die
bevindinge van die navorsing is daar ongetwyfel 'n sterk behoefte aan leiding en
ondersteuning vir beginneronderwysers om effektief in te skakel by die skool.
Beginneronderwysers moet bemagtig word om optimaal te kan ontwikkel, hulself te
bevorder en te kan handhaaf in die onderwys in Suid-Afrika.; The study aims to review the effectiveness of novice teachers' adaptation and
experience of job satisfaction in working conditions. Any organisation can appoint
new people but cannot expect that this "appointment" to do their best work and reach
goals before the person has been adapted in his work environment and to his
colleagues (Steyn & Van Niekerk 2008: 205, Steyn 2004: 82, Whitaker 2001: 7
Arends & Phurutse 2009: 7). Beginner teachers should receive guidance and
support quickly and effectively as soon as possible at school so they have a
productive contribution to education and training for students and education in South
Africa.
This research would therefore examine to determine whether novice teachers are
well equipped enough to adapt and to participate in working conditions and whether
they experience job satisfaction. The research study was conducted by involving
eight novice teachers in four primary schools in the Gert Sibande region of
Mpumalanga.
In this study, the researcher used a qualitative approach. The qualitative research
method is the most appropriate way to describe the experiences of novice teachers.
The data collection techniques that were used included individual interviews to
determine the nature, extent and possible solutions to the research problem. The
research study found that the new teacher needed guidance and support during
integration. Positive strategies for guidance include induction programs, manuals
and experienced dedicated mentors.
From the findings of the research, there is a strong need for guidance and support
for beginning teachers to be involved in the school. Beginner teachers should be
empowered to develop their potential, to promote themselves and to maintain in
education in South Africa.
Text in Afrikaans
Fri, 01 Apr 2016 00:00:00 GMThttp://hdl.handle.net/10500/217002016-04-01T00:00:00ZChallenges of and opportunities for implementing the school improvement programmes in the public secondary schools of Iluababor Administrative Zone in Ethiopiahttp://hdl.handle.net/10500/21699
Challenges of and opportunities for implementing the school improvement programmes in the public secondary schools of Iluababor Administrative Zone in Ethiopia
Tekalign Minalu Tirfe
The purpose of the study was to assess Challenges of and Opportunities for Implementing the School improvement Programme in the Public secondary Schools of Iluababor administrative zone in Ethiopia. In the study a mixed research methodology was employed, specifically the sequential explanatory designs with a high priority on the quantitative and the sequential exploratory design and with less priority on the qualitative data. Out of 24 secondary schools, 12 secondary schools were selected by random sampling from six geographically clustered secondary schools. In the study (out of a total of 540 sample populations, 287 research participants were selected by random sampling/lottery method, 220 male and 67 female) were participated to fill the questionnaires. For interviews from six clusters (12 school principals, 12 district education experts, six secondary supervisors and four zone education experts) were selected by purposeful sampling to participate in the interviews sessions. Whereas, for focus group discussions ( 21 parent teachers‟ association (PTA) members; and 21 members of student councils) were as well selected by the purposeful sampling technique from three clustered geographical locations of the schools respectively. The collected data was analysed using statistical programme for social science software (SPSS) version 21. To analyse the data from questionnaires, descriptive statistical analysis like frequencies, percentile, mean values, and standard deviation were used. While, qualitative data generated from interviews, focus group discussions and document analysis were transcribed, coded and interpreted thematically. The findings indicated that with regards to the quantitative data analysis, the performances of the school improvement programme aggregate of the four domains summary of the mean values and standard deviations 287 (Mean = 2.82; SD = 0.74) showed that the indicators of practices among the school improvement programme domains were low in performance. The qualitative results as well confirmed the quantitative results. In this case, the mean value was above average and the standard deviation value was more tightly clustered around the mean. This means that the results were concurrent of each other and thus reliable. The findings revealed that, even though secondary schools put a lot of effort towards averting the challenges in school improvement, it could hardly bear fruit due to insufficient supplies of inputs and processes. This resulted in the school improvement programme performances lagging behind the set goals and targets. Additionally, the findings indicated that the major challenges in the implementation of the school improvement programme in secondary schools (9-10) were: weak collaboration among stakeholders, lack of capacity building, inefficient administrative services, limited commitment of school leadership and school governing bodies, poor school leadership and management, passive and inactive involvement of parents and local community, and, in the academic affairs, students were not successful in terms of attendance and the achievement of learners.
Based on the findings, it is recommended that school principals, teachers, administrative staff, students, parents and local school communities be well equipped with basic knowledge and skills on the school improvement programme. This could help in fostering critical thinking and the problem solving capacity of the learners. In addition, school principals and the school governing bodies have to apply the recommended strategies in the study so as to alleviate the challenges in (grades 9-10) secondary schools. Above and beyond, the study suggested that in order to get better learners achievement, a strong team spirit should be established among school principals, secondary school supervisors, teachers, students, parents and local communities, and by expanding capacity building networks within the coming five years. Consequently, the schools management teams and other stakeholders of secondary schools (9-10) have to plan for continuous training and orientation on the nature, practice and significance of school improvement programme implementation.
Wed, 01 Jun 2016 00:00:00 GMThttp://hdl.handle.net/10500/216992016-06-01T00:00:00ZThe impact of parent involvement on effective secondary school governance in the Breyten Circuit of Mpumalangahttp://hdl.handle.net/10500/21693
The impact of parent involvement on effective secondary school governance in the Breyten Circuit of Mpumalanga
Nhlabati, Mzungezi Nelson
The decentralisation of governance in South African schools as embodied in the South
African Schools Act 84 of 1996 has placed considerable responsibility in the hands of parents for the governance of schools through the School Governing Bodies. In the light thereof, research was conducted in 5 secondary schools in the Breyten Circuit, Mpumalanga Province, South Africa. A phenomenological qualitative approach was used to gather data from a purposeful sample of members of School Governing Bodies from selected secondary schools in the Breyten Circuit. The purpose was to explore the impact of parental involvement on effective secondary school governance in the Breyten Circuit. The findings revealed that many parents did not take their role seriously due to poor educational levels and the lack of training and familiarity with the legislation embodied in the Act. This compromised their ability to govern schools. Based on the findings, recommendations are made for improvement of practice.
Sun, 01 Mar 2015 00:00:00 GMThttp://hdl.handle.net/10500/216932015-03-01T00:00:00Z